From the Chakana question on the scientific paper, the didactic strategy to producer texts

Abstract

The bibliographic study related to strategies for writing academic texts at the university level is very varied. As Cantillo et al. (2017) argue, there is a variety of proposals; however, the incidence in the development of critical thinking is not so forceful if it is about professional training. In this context, the objective is to propose the Chakana pregunta as a didactic strategy to develop critical thinking at the university level. The starting point is some historical notions as the context of the Chakana and its iconographic value in the Peruvian Andean cosmovision. The general procedures are the following: to elaborate nine questions distributed in the Chakana and to write scientific articles based on the nine questions assuming at least one of the six levels of analysis (horizontal, vertical, diagonal, divergent, convergent and spiral). The sample consisted of 44 students in the fourth cycle of the Language and Literature Program at the Universidad Nacional Pedro Ruiz Gallo (Lambayeque-Perú). Seventeen scientific articles were received, 10 of which meet the acceptable and improvable conditions according to the requirements of selected indexed journals. The important finding is that in the 10 proposals the Chakana pregunta was used as a didactic strategy.